DOCSLIB.ORG

Risk Factors and Psychological Outcomes of School Bullying Among Adolescents in Ghana

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Risk Factors and Psychological Outcomes of School Bullying Among Adolescents in Ghana University of Ghana http://ugspace.ug.edu.gh RISK FACTORS AND PSYCHOLOGICAL OUTCOMES OF SCHOOL BULLYING AMONG ADOLESCENTS IN GHANA BY BEATRICE DWUMFOUR WILLIAMS (10199975) THIS THESIS IS SUBMITTED TO THE UNIVERSITY OF GHANA, LEGON IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF MASTER OF PHILOSOPHY CLINICAL PSYCHOLOGY DEGREE JUNE, 2013 i University of Ghana http://ugspace.ug.edu.gh DECLARATION The thesis Risk Factors and Psychological Outcomes of School Bullying among Adolescents in Ghana is a study submitted to the Department of Psychology for the award Master of Philosophy (MPhil) in Psychology. I hereby declare that this research is conducted by Beatrice Dwumfour Williams under the supervision of Dr. A. Anum and Dr. R. Akuamoah Boateng. This work has never been submitted to any other institution by anyone for any award. All references cited in this work have been duly acknowledged and I take full responsibility for any shortcomings in relation to this work. ............................................................. ....................................................... Beatrice Dwumfour Williams Date (10199975) ............................................................. ....................................................... Dr. A. Anum Date (Principal Supervisor) ............................................................. ....................................................... Dr. R. Akuamoah Boateng Date (Co-Supervisor) ii University of Ghana http://ugspace.ug.edu.gh DEDICATION This dissertation is dedicated with gratitude and affection to my husband (Mr. Charles Dwumfour Williams) and my adorable sons (Melchizedek K. A. Dwumfour Williams and Charles K. S. Dwumfour Williams Jr.) and to my family, Rev. Ramson Asante Darteh (Dad), Ps. Mrs. Florence Asante Darteh (Mum) Blessing Asante Darteh (sister) and Ivy Asante Darteh (sister) for their motivation and support, and to all Ghanaian Adolescents Students. God bless. iii University of Ghana http://ugspace.ug.edu.gh ACKNOWLEDGEMENT I am indeed most grateful and forever indebted to the Almighty God for His grace and divine guidance throughout this work. This work would not have been completed but for the constant and diligent supervisions of Dr. A. Anum and Dr. R. Akuamoah Boateng. I say, thank you for your resourceful and constructive directions, suggestions and advice that have immensely enriched my knowledge and understanding in the field of social science research. Again, this work would not have been completed without the sponsorship of Galaxy Oil Ghana Limited. I also would like to thank Dr. Angela Ofori-Atta (UGMS), Prof. C.C. Mate-Kole (Dept. of Psychology, UG) for their support and guidance I express my appreciation to Mr. Appiah-Twum (Assistant Headmaster, Labone Secondary School), Mr. Asare (Headmaster, Accra Academy), Ms. Cecilia Kaya, Mr. Angel Carbonu, Mr. Aggrey, Mr. Segbefia and Ms. Nyame (St. Mary‘s Senior High School) and Mrs. Abena Adukpo (Head, Grace Preparatory and Junior High School) for their understanding, permission and access to their respective schools and students. I thank my Husband, Mr. Charles Dwumfour Williams and Sons, Mel and Sarkodie for their understanding and support. I also appreciate the support of my family. I also acknowledge Mr. Thomas Akoensi, Mr. Francis Annor, Mr. Emmanuel Dziwornu, Mr. Daniel Ahorsu, Ms. Yvonne Otchere, Mr. Seth Mawusi Asafo, Ms. Clarise Brown, Nandy Ntiamoah Walker, Ivy Asante Darteh (Maame), Blessing Asante Darteh (Naana), Stella Nartey, Salim Nelson and Gabriel Tetteh for their support throughout this project. iv University of Ghana http://ugspace.ug.edu.gh I also wish to specially appreciate the wonderful commitment exhibited by all the participants (especially students from Accra Academy, St. Mary‘s Senior High School and Grace Junior High School) in this work. Truly, without your responses, this work would not have been completed. All of you provided help in different areas, which in combination allowed for the completion of this thesis project. We made a great team! v University of Ghana http://ugspace.ug.edu.gh Abstract Building on current knowledge, the primary aim of this study was to examine the association between self reported bullying and victimisation behaviour and risk factors such as sensation seeking, and emotional intelligence after controlling for self esteem, parental attachment, age and gender. The study also examined how bullying and victimisation influence depression and suicidal ideations. Self-report questionnaires were administered to three hundred and fifty five (355) adolescent students who were conveniently and randomly sampled from selected Junior High and Senior High Schools respectively in Accra. Hierarchical regression was used to analyse and test the hypothesis formulated in the study. The results obtained showed that sensation seeking and emotional intelligence significantly predicted bullying perpetration after controlling for age, gender, parental attachment and self-esteem. Sensation seeking contributed significantly, though modestly, to variance explained in victimisation behaviour; however, emotional intelligence did not significantly predict victimisation behaviour after controlling for age, gender, parental attachment and self-esteem. Bullying and victimisation behaviour were not found to predict depression and suicide ideations after controlling for age, gender, parental attachment, sensation seeking, emotional intelligence and self-esteem. These findings can inform school-based intervention with perpetrators and victims of bullying. Keywords: bullying, victimisation, parental attachment, sensation seeking, emotional intelligence, self-esteem, depression, suicidal ideations vi University of Ghana http://ugspace.ug.edu.gh Table of Contents Declaration ...................................................................................................................................... ii Dedication ................................................................................................................................................. iii Acknowledgement ..................................................................................................................................... iv Abstract ....................................................................................................................................................... vi Table of Contents ..................................................................................................................................... vii List of tables ................................................................................................................................................ x List of Abbreviations ................................................................................................................................ xi Chapter One ................................................................................................................................................ 1 Background ................................................................................................................................. 1 Risk factors ................................................................................................................................. 4 Psychological outcomes .............................................................................................................. 8 Problem Statement ................................................................................................................... 10 Aims and Objectives of the study …………………………………………………………….10 Significance of the Study .......................................................................................................... 12 Chapter Two .............................................................................................................................................. 13 Literature Review ..................................................................................................................................... 13 Introduction ............................................................................................................................... 13 Theoretical Framework ............................................................................................................. 14 Theory of mind theory (Premack and Woodruff,1978) ........................................................... 14 Sensation seeking theory (Zuckerman, 1979) ........................................................................... 16 Review of Related Studies ........................................................................................................ 20 Evidence of Parental attachment and Bullying behaviour (perpetration and victimisation) . 20 Evidence of Sensation seeking and Bullying behaviour (perpetration and victimisation) .... 23 Evidence of Emotional intelligence and Bullying behaviour (perpetration and victimisation) ............................................................................................................................................... 27 Evidence of Self esteem and Bullying behaviour (perpetration and victimisation) ........... 32 Evidence of Bullying behaviour (perpetration and victimisation) and Depression ............... 38 Evidence of Bullying behaviour (perpetration and victimisation) and Suicidal ideation ...... 38 vii University of Ghana http://ugspace.ug.edu.gh Summary of Related Studies ...................................................................................................
Load more

Recommended publications
  • The Educators'network 2Nd Literacy Forum
    …inspiring Ghanaian teachers PRESENTS THE EDUCATORS’ NETWORK 2ND LITERACY FORUM An intensive, wide-ranging series of workshops designed for educators who are seeking to improve students’ reading and writing skills. under the theme, THE READING-WRITING CONNECTION: BOOSTING CHILDREN’S LITERACY SKILLS Saturday 24th November 2012 8:00 am – 5:30 pm at Lincoln Community School, Abelenkpe P.O. Box OS 1952, Accra Email: [email protected] …inspiring Ghanaian teachers THE PURPOSE OF THE EDUCATORS NETWORK LITERACY FORUMS Effective educators are life-long learners. Of all the factors that contribute to student learning, recent research shows that classroom instruction is the most crucial. This places teachers as the most important influence on student performance. For this reason, teachers must be given frequent opportunities to develop new instructional skills and methodologies, and share their knowledge of best practice with other teachers. It is imperative that such opportunities are provided to encourage the refining of skills, inquiry into practice and incorporation of new methods in classroom settings. To create these opportunities, The Educators’ Network (TEN) was established as a teacher initiative to provide professional development opportunities for teachers in Ghana. Through this initiative, TEN hopes to grow a professional learning community among educators in Ghana. BACKGROUND INFORMATION ON THE EDUCATORS’ NETWORK TEN was founded by a group of Ghanaian international educators led by Letitia Naami Oddoye, who are passionate about teaching and have had the benefit of exposure to diverse educational curricula and standards. Each of these educators has over ten years of experience in teaching and exposure to international seminars and conferences.
    [Show full text]
  • Electoral Commission Code Book
    ELECTORAL COMMISSION CODE BOOK REGION: A - WESTERN DISTRICT: 01 - JOMORO CONSTITUENCY: 01 - JOMORO EA NAME PS CODE POLLING STATION NAME 01 - ENOSE A010101 METH JSS WORKSHOP BLK C HALF-ASSINI A010102 PEACE INTERNATIONAL PRIM SCH COMBODIA HALF-ASSINI A010103 METH JSS BLK A HALF-ASSINI A010104 OPPOSITE GCB HALF ASSINI A010105 METH PRIM A HALF-ASSINI A010106 NREDA/SHIDO SQUARE, HALF-ASSINI A010107 METH PRIM BLK B HALF-ASSINI A010108 E. EKPALE'S SQUARE, HALF ASSINI A010109 WHAJAH'S SQUARE, HALF ASSINI A010110 ARVO'S SQUARE HALF-ASSINI A010111 P. TOBENLE'S SQUARE, HALF ASSINI Number of PS in EA = 11 02 - ADONWOZO A010201 R/C JSS BLK A HALF-ASSINI A010202 NANA AYEBIE AMIHERE PRIM SCH HALF-ASSINI A010203 CHRIST THE KING PREP, HALF ASSINI Number of PS in EA = 3 03 - AMANZULE A010301 NZEMA MAANLE PREP SCH BLK A HALF-ASSINI A010302 NZEMA MAANLE N'SERY BLK B HALF-ASSINI A010303 PUBLIC SQUARE ASUKOLO A010304A OLD JOMORO DIST. ASSEMBLY HALL, HALF ASSINI A010304B OLD JOMORO DIST. ASSEMBLY HALL, HALF ASSINI A010305 MAGISTRATE COURT, HALF ASSINI A010306 PUBLIC SQUARE, METIKA Number of PS in EA = 7 04 - EKPU A010401 D/A JSS EKPU A010402 MARKET SQUARE, EKPU A010403 R C PRIM SCH BLK A EKPU Number of PS in EA = 3 19-Sep-16 Page 1 of 1371 ELECTORAL COMMISSION CODE BOOK REGION: A - WESTERN DISTRICT: 01 - JOMORO CONSTITUENCY: 01 - JOMORO EA NAME PS CODE POLLING STATION NAME 05 - NEW TOWN A010501A D/A PRIM SCH NEWTOWN A010501B D/A PRIM SCH NEWTOWN A010502 D/A NURSERY SCH NEWTOWN A010503 D/A KG NEWTOWN WHARF Number of PS in EA = 4 06 - EFASU MANGYEA A010601 D/A
    [Show full text]
  • Here’S Something for Every Lifestyle
    1 Behold a Star is born Behold NoVA The name NoVA, originating from the Latin word novus, refers to a rare astronomical event with bright lights usually depicting the birth of a new STAR! Characteristic of stars, light is a key concept in the architectural design of this mixed-used development. With its magnificent cascading floor-to-ceiling glass windows, each unit will effortlessly enjoy an abundance of natural light from the break-of-dawn till sunset; as well as stunning panoramic views of Accra. From a distance, the novelty of the exterior design lighted at dusk will be the new and bright shining star in the City’s emerging skyline. 2 3 A mixed-use ultra modern urban lifestyle development, NoVA comes in studios, 1, 2 and 3 bedroom apartments complimented with the convenience and living essentials tenants require; as well as the luxury and freedom they deserve. Whether it’s a relaxing day at the spa, lounging at the bar with friends or spending time with the kids at the play centre, NoVA promises the freedom and choice to do these things and much more. There’s something for every lifestyle. Developed by the 2017/2018 Africa & Arabia Property Awards Winner for the categories “Best Apartment Ghana” and “Best Development Marketing”, and global nomination for “Best Apartment in Africa”, NoVA promises to be yet another true reflection of the quality architecture, elegant aesthetics and upscale signature homes drawn from the many years of experience Devtraco Plus is renowned for. 4 5 6 A seamless living experience Discover a range of amenities that cater to all your living, social, business and recreational needs.
    [Show full text]
  • Education Fact Sheet - Ghana
    EDUCATION FACT SHEET - GHANA In Brief SUMMARY Ghana Population: 26.21 million (2016) Ghana Size: 238,533 sq km/92,099 sq mi National Curriculum: Yes Literacy: 76.6% (82% of males, 71.4% females) Youth Literacy: 90.6% (2015 projected) Female Youth Literacy: 89.9% (2015 projected) Years of Public School: 12 Primary: 6 Secondary: 6 years Language of Instruction: English High School Leaving Exams: West African Senior School Certificate Examination (WASSCE), which is considered below the standard of A- level standard. Date of Exams: April/May (approximately a month to complete) Education THE STRUCTURAL SET-UP OF GHANAIAN FORMAL EDUCATIONAL SYSTEM Overview (see below) Courtesy: EP-Nuffic, 2015 Binary Focus on Higher Ed Outcome Ghana’s education system is characterized in principle by a binary structure, with universities on the one hand, and polytechnics on the other. Since the reforms were introduced in 1987, the education system has had formally a 6+3+3+4 structure. However, depending on the age a child may start school, the six may extend to eight, when the pre-school class period is considered. This means six years of primary education, followed by two three-year stages of secondary education (junior secondary and senior secondary) and four years of higher education (bachelor’s degree programs). Master’s degree programs have a nominal duration of one or two years. Education is compulsory between the ages of six and 15. The official language of instruction in Ghanaian education is English, except for in the first years of primary education when the most common indigenous language in each region is used as the language of instruction.
    [Show full text]
  • The Pwc Guide to Living in Ghana
    www.pwc.com/gh The PwC Guide To Living In Ghana About PwC Ghana PricewaterhouseCoopers (Ghana) Limited is one of the largest professional services firms in Ghana and a member firm of PricewaterhouseCoopers International Limited, each member firm of which is a separate legal entity. PwC’s global network provides us with a broad resource base of in depth knowledge, methodologies and experience that we use to provide value for our clients. PwC Ghana is located in Accra and Takoradi with a branch office in Sierra Leone. The firm has over 300 employees and ten resident Partners/Directors. We provide industry-focused audit and assurance, advisory and tax services to both the private and public sectors. Contents Foreword iv About Ghana 1 Health Care, Hospitals and Clinics 2 Culture, Customs and Etiquette 4 Currency, Exchanging Money and Banking in Ghana 6 Places to Live and Electricity 8 Mobile Phone, Internet Service Providers and Satellite Television 9 Travel in Ghana (International Driving Permits and Transport) 10 International and Domestic Air Travel and Visas 12 Embassies and High Commissions 13 Schools 14 Shopping Malls and Supermarkets 15 Leisure and Recreational Activities 16 Restaurants, Bars and Nightlife 17 Tourism (Attractions, Markets, Beaches and Hotels) 21 Emergency Telephone Numbers 24 Other useful websites and contacts 25 Foreword Congratulations! You have made the move, welcome to Ghana. At PwC we are committed to creating an inclusive workplace where everyone can succeed in achieving his or her personal and professional goals. An inclusive workplace enables us to embrace the diversity and richness of backgrounds and perspectives of our people, and to leverage their diverse talents to arrive at winning business solutions.
    [Show full text]
  • Downloadpaper &Filename=Gc2014-Kroeker-405.Pdf&Form Id=405&Form Index=2&Form Version=Final
    THE NEW MIDDLE CLASS AND URBAN TRANSFORMATION IN AFRICA: A CASE STUDY OF ACCRA, GHANA by Komiete Tetteh BSc., Kwame Nkrumah University of Science and Technology, 2006 A THESIS SUBMITTED IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE DEGREE OF MASTER OF SCIENCE IN PLANNING THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April, 2016 © Komiete Tetteh, 2016 Abstract The ascendance of the so-called global middle class—characterized as young, ambitious, highly-credentialed, well-paid, urban-based, professionals in the so-called emerging economies of the Global South—as a new socio-economic force has captured much international attention in the scholarly, business and media circles. For the most part, however, the discourse on this nascent social group has geographically focused on emerging Asia and thematically centered on their lifestyle characteristics and their related political and economic ramifications, locally and globally. In Africa, where the growth of the middle class has been paralleled by widespread socio-economic and urban transformation, little, if any, scholarly and policy effort have been made to understand the nature and ramifications of the nexus between the middle class expansion and the reconfigurations taking place in the urban form and space economies of cities. Seeking to tell the African version or story of the rise of the new middle class and their role in the on- going remaking of urban Africa, this thesis examines patterns of new economic activity and occupations, secondary service centres, housing, education and conspicuous consumption, including their broader spatial attributes and internal configurations, in one transitional African city, Accra, the capital of Ghana, as a case study.
    [Show full text]
  • To Download Greater Accra List
    PHONE_NU PRESENT_STATIO GRADE FULLNAME STAFF_ID PRESENT_STATION_ADDRESS PRESENT_STATION_DISTRICT MBER N_REGION ADII WILLIAM BAFFOUR KYEI 991871 0245618148 ACCRA TECHNICAL TRAINING CENTRE, P.O.BOX MB 177 ACCRA AYAWASO CENTRAL MUNICIPAL GREATER ACCRA ADII SOPHIA LAWSON LARTEYTSOO 163483 0546584596 GBEGBEYISE BASIC SCHOOL. P. O. BOX DS 931, DANSOMAN-ACCRA ABLEKUMA WEST MUNICIPAL GREATER ACCRA ADII MANFRED ORTIMPONG 625561 0245904268 SEGE PRESBY NO. 1BASIC SCHOOL ADA WEST DISTRICT GREATER ACCRA ADII PRISCA ADZO SESHIEME TOMETY 953285 0244169081 CHANTAN M A BASIC GA CENTRAL MUNICIPAL GREATER ACCRA ADII GEORGINA PAINTSIL 1204878 0547092294 GBETSILE KKMA NO.2 JHS, BOX 33, KPONE KATAMANSO KPONE KATAMANSO MUNICIPAL GREATER ACCRA ADII GEORGINA ENYO HOTOR 294757 0243870312 ABUBAKAR ISLAMIC BASIC SCHOOL, ASHALEY BOTWEI, ADENTAN MUNICIPAL GREATER ACCRA ADII ERROL EDIEMI CUDJOE 555458 0506420681 ASHIFLA M/A BASIC PMB AMANFRO GA SOUTH MUNICIPAL GREATER ACCRA ADII MAVIS OKYERE MENSAH 104069 0244425454 POKUASE M/A BASIC SCHOOL, POST OFFICE BOX OF 594, OFANKOR GA NORTH MUNICIPAL GREATER ACCRA ADII RUTH ODOOM 566535 0246915491 MICHEL CAMP ARMY PRIMARY KPONE KATAMANSO MUNICIPAL GREATER ACCRA ADII MABEL OPOKUWAH 566632 0246494996 LA ANGLICAN 1 JHS LA DADE KOTOPON MUNICIPAL GREATER ACCRA ADII FAB ERNESTINA 206103 0545041661 ST JOSEPH'S RC ADABRAKA ACCRA ACCRA METROPOLITAN GREATER ACCRA ADII SHIRLEY KORANTENG 556227 0243758832 CHRIST FAITH MISSION 1 JHS- ADENTA FAFRAHA, PMB MD31 ACCRA METROPOLITAN GREATER ACCRA ADII HELLEN ADJO YAYRA ADZAM 622321 0245370400 UNIVERSITY STAFF VILLAGE PRIMARY, C/O THE MAIL OFFICE, LEGON- ACCRA AYAWASO WEST MUNICIPAL GREATER ACCRA ADII SABINA AIDOO 621217 0246468657 BORTIANOR M/A BASIC SCHOOL GA SOUTH MUNICIPAL GREATER ACCRA ADII PATRICIA OWUSU TWENEBOAH 622500 0243274765 SACKEY ODOI BASIC SCHOOL P.O.
    [Show full text]
  • Ministry of Education
    MINISTRY OF EDUCATION Promoting access, equity and quality education in Ghana H. E. JOHN DRAMANI MAHAMA President of the Republic of Ghana 3 HON. PROF. NAANA JANE OPOKU-AGYEMANG Minister for Education HON. SAMUELUT AS ACI OKUDZETO DELLENDIS ABLAKWA IN ERUM (MP) QUE AboritDeputy fugit Minister qui for Education (Tertiary) HON. ALEX KYEREMEH (MP) Deputy Minister for Education (Pre - Tertiary) UTMR. AS ENOCH ACI DELLENDIS H. COBINNAH IN ERUM QUE Aborit fugit quiChief Director FOREWORD Promoting access, equity and quality education in Ghana This book is to give the Ministry of Education the opportunity to share with the general public our efforts towards improving Education service delivery in the country. It is also expected to afford us the opportunity to receive feedback on issues the public care most about. The Ministry wishes to refer to the near four year mandate of government from 2013 to 2016, while for the purposes of comparison and clarity of context, go beyond 2013 at appropriate times. Over the past four years, the Ministry and its twenty agencies working with all our stakeholders have formulated and implemented policies and programmes that have led to steady and significant progress in the provision of quality, equitable and accessible education, and strengthened the management of education service delivery. While we continue to work towards the elimination of outstanding challenges in the education system, we can conclude that we have done well as a country and that the state of education in this country is stronger than before. This publication dwells largely on our achievements from 2013-2016 in the following areas: Education Management and Administration, Basic Education, Secondary Education Non-Formal Education, Technical, Vocational Education and Training, Inclusive and Special Education and Tertiary Education.
    [Show full text]
  • Report of the Auditor-General on the Public Accounts of Ghana, Pre-University Educational Institutions for the Financial Year Ended 31 December, 2010
    REPORT OF THE AUDITOR-GENERAL ON THE PUBLIC ACCOUNTS OF GHANA, PRE-UNIVERSITY EDUCATIONAL INSTITUTIONS FOR THE FINANCIAL YEAR ENDED 31 DECEMBER, 2010 Our Vision To be one of the leading Supreme Audit Institutions in the world, developing professional, excellent, and cost effective auditing services REPORT OF THE AUDITOR-GENERAL ON THE PUBLIC ACCOUNTS OF GHANA, PRE – UNIVERSITY EDUCATIONAL INSTITUTIONS FOR THE FINANCIAL YEAR ENDED 31 DECEMBER 2010 TABLE OF CONTENTS Para(s) Page Transmittal letter i PART I Executive summary 1 - 7 1 PART II Summary of findings and recommendations 8 – 34 4 PART III Ashanti Region 35-113 11 Brong Ahafo Region 114-161 30 Central Region 162-225 41 Eastern Region 226-279 56 Greater Accra Region 280-335 71 Northern Region 336-359 83 Upper East Region 279-306 90 Upper West Region 360-395 98 Volta Region 396-476 106 Western Region 477-517 119 Appendices Report of the Auditor-General on the Public Accounts of Ghana, Pre-University Educational Institutions for the financial year ended 31 December 2010. TRANSMITTAL LETTER AG.01/109/Vol.2/58 Office of the Auditor–General Ministries Block ‘O’ P. O. Box M. 96 Accra Tel (0302) 662493 Fax (0302) 675496 22 October 2012 Dear Madam Speaker, REPORT OF THE AUDITOR GENERAL ON THE PUBLIC ACCOUNTS OF GHANA, PRE – UNIVERSITY EDUCATIONAL INSTITUTIONS FOR THE FINANCIAL YEAR ENDED 31 DECEMBER 2010 I have the honour to transmit, herewith, my report on the audit of Pre-University Educational Institutions for the financial year ended 31 December, 2010 to be laid before Parliament in accordance with Article 187(5) of the 1992 Constitution.
    [Show full text]
  • Higher Education and Developmental Leadership: the Case of Ghana Amir Jones, Charlotte Jones and Susy Ndaruhutse, Cfbt March 2014
    DLPPolicy and Practice for Developmental Leaders, Elites and Coalitions DEVELOPMENTAL LEADERSHIP PROGRAM Research Paper 26 Higher Education and Developmental Leadership: The Case of Ghana Amir Jones, Charlotte Jones and Susy Ndaruhutse, CfBT March 2014 www.dlprog.org DLPPolicy and Practice for Developmental Leaders, Elites and Coalitions DEVELOPMENTAL LEADERSHIP PROGRAM The Developmental Leadership Program (DLP) is an international research initiative that aims to increase understanding of the political processes that drive or constrain development. DLP’s work focuses on the crucial role of home-grown leaderships and coalitions in forging legitimate institutions that promote developmental outcomes. DLP’s independent program of research is supported by the Australian aid program. The views expressed in this publication are those of the authors and do not necessarily represent those of DLP, the Australian Government or any of DLP’s other partner organisations. Contents Acknowledgements 4 Acronyms 5 Glossary of key terms 6 Executive summary 7 1. Introduction 12 2. Research design and case study selection 14 3. An overview of Ghana’s political and economic history 20 4. Evolution of education in Ghana 29 5. Basic data on developmental leaders 36 6. Analysis of developmental leadership education in Ghana 41 7. Higher education and developmental reform coalitions 67 8. Key research findings and conclusion 95 References 107 Annex 1: Longlist of 115 key leaders 111 Annex 2: Longlist data 112 Annex 3: Shortlisted leaders 115 Annex 4: Interviewee
    [Show full text]
  • Street Food Vending in Accra, Ghana
    STREET FOOD VENDING IN ACCRA, GHANA FIELD SURVEY REPORT 2016 1 | P a g e 1 | P a g e STREET FOOD VENDING IN ACCRA, GHANA Field Survey Report 2016 Edited by Stefano Marras (FAO Regional Office for Africa) Mohamed Ag Bendech (FAO Regional Office for Africa) Amos Laar (School of Public Health, University of Ghana) Food and Agriculture Organization of the United Nations Regional Office for Africa, 2016 i | P a g e The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. The views expressed in this information product are those of the author(s) and do not necessarily reflect the views or policies of FAO. ISBN 978-92-5-109479-2 © FAO, 2016 FAO encourages the use, reproduction and dissemination of material in this information product. Except where otherwise indicated, material may be copied, downloaded and printed for private study, research and teaching purposes, or for use in non-commercial products or services, provided that appropriate acknowledgement of FAO as the source and copyright holder is given and that FAO’s endorsement of users’ views, products or services is not implied in any way.
    [Show full text]
  • How to Put My Children in School.Pdf
    WELCOME TO GHANA ! HOW TO PUT MY CHILDREN IN SCHOOL With its stability and safe environment, Ghana has become one of the largest family posting in West Africa and the large number of international schools and size of enrollment underscores this positive situation. Finding the right school for your children to continue their education is always a major issue when relocating and could easily be the main task once your contract is signed and the relocation process starts. Housing is the other issue, and a difficult one in Ghana, but the location of your Home will often depends of that of the school (you can find a Guide and dozens of properties for rent in our comprehensive Real Estate section). As usual in Ghana, finding information is uneasy or requires research, an exercise expatriates usually go through individually, one after the other. This is where accraexpat .com comes in again, with these major pages of our How To Guide that aims to bring together and classify information about the large offering of international schools. Giving you a good overview, it will help you make your own short- list, keeping in mind what your child is like and what will best suit him. At the time, this Guide presents twenty two schools: twenty in Accra, two in Tema and one in Kumasi. Takoradi will be added. TABLE OF CONTENTS Identifying suitable schools School Details (Presentation) Individual School Details British Curriculum (14) (separate page) American Curriculum (2) German Curriculum (1) French Curriculum (1) Dutch Curriculum (1) Other (2) Your feedback is very welcome to help keep information exact and updated and develop this Guide further.
    [Show full text]